Driving Question: How can we share our understanding of an ecosystem with Mrs. Alligood?
Project Idea: Students will develop and share their understanding of an ecosystem by researching using various credible print and electronic resources and will compile all of this information into a multimedia presentation to share with one of our favorite scientists..
Audience: Students will present to their fellow students as they are evaluated. Their presentations will then be shared with Mrs. Alligood.
Content/Curriculum:
Language Arts Strand
Reading: Informational Text
Language Arts Standard
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Language Arts Strand
Writing
Language Arts Standard
Text Types and Purposes W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. -Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. -Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. -Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Provide a concluding statement or section related to the information or explanation presented. Production and Distribution of Writing W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Range of Writing W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Information and Technology Essential Standard
5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes. 5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities. 5.RP.1 Apply a research process as part of collaborative research. 5.SE.1 Understand issues related to the safe, ethical, and responsible use of information and technology resources.
Information and Technology Clarifying Objective
5.SI.1.1 Use various types of resources to gather information (including print and online media). 5.SI.1.2 Use relevant sources of information for an assigned task. 5.SI.1.3 Use reliable sources of information. 5.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). 5.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 5.TT.1.3 Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.). 5.RP.1.1 Implement a research process by collaborating effectively with other students. 5.SE.1.1 Understand the guidelines for responsible use of technology hardware. 5.SE.1.2 Understand ethical behavior (e.g., copyright, not plagiarizing, netiquette) when using resources. 5.SE.1.3 Understand internet safety precautions (e.g., personal information, passwords, etc.).
Language Arts Strand
Speaking and Listening
Language Arts Standard
Presentation of Knowledge and Ideas SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Science:
5.L.2 Understand the interdependence of plants and animals with their ecosystem.
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors).
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.
Major Student Product:
These are the project ideas and respective requirements agreed upon by students.
This online encyclopedia is safe and easy to use; it even creates a citation for you so that you can simply copy and paste the citation into your presentation. Woohoo! http://www.school.eb.com/elementary
Driving Question: How can we share our understanding of an ecosystem with Mrs. Alligood?
Project Idea: Students will develop and share their understanding of an ecosystem by researching using various credible print and electronic resources and will compile all of this information into a multimedia presentation to share with one of our favorite scientists..
Audience: Students will present to their fellow students as they are evaluated. Their presentations will then be shared with Mrs. Alligood.
Content/Curriculum:
Science:
5.L.2 Understand the interdependence of plants and animals with their ecosystem.
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors).
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.
Major Student Product:
These are the project ideas and respective requirements agreed upon by students.
Student Products:
Assessment/Evaluation: This is the project rubric we created in class.
This is the class evaluation form we used to evaluate our peers as we presented our ecosystem presentations.
Resources:
Use this resource to cite your sources. Remember to use multiple print and electronic resources to strengthen the credibility of your presentation. http://elementary.oslis.org/cite-sources/mla-elementary-citation
The resource houses tons of graphics and sounds which are copyright-free sources.
http://www.ncwiseowl.com/zones/copyright/Free.html
This is an online tool which you are allowed to use to perform safe searches. Enjoy!
http://www.ipl.org/div/kidspace/
This online encyclopedia is safe and easy to use; it even creates a citation for you so that you can simply copy and paste the citation into your presentation. Woohoo!
http://www.school.eb.com/elementary
Check out these amazing animals!
http://go.grolier.com/
http://www.ncwiseowl.com/zones/elementary/index.htm
These are all safe and informative websites to use to research your selected ecosystem:
http://library.thinkquest.org/11353/ecosystems.htm
http://www.nhptv.org/natureworks/nwepecosystems.htm
http://www.kidcyber.com.au/topics/ecosystem.htm
http://www.ucmp.berkeley.edu/exhibits/biomes/
http://www.blueplanetbiomes.org/world_biomes.htm
http://www.teachersfirst.com/lessons/biomes/biomes.cfm
http://kids.nceas.ucsb.edu/biomes/index.html
http://www.enchantedlearning.com/biomes/
http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html
http://www.brainpop.com/science/theearthsystem/landbiomes/preview.weml
http://www.factmonster.com/ipka/A0769052.html
http://animal.discovery.com/guides/mammals/habitat/map.html
http://www.stteresa.net/biomes.htm
http://www.kidcyber.com.au/topics/biomes.htm
http://www.gould.edu.au/foodwebs/kids_web.htm
http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/line_experiment14.swf http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm
http://www.vtaide.com/png/foodchains.htm#create
http://therainforestaworldbiome.weebly.com/food-chain.html